TYCA-SE Friends and Colleagues,

In 1982, the international community assembled in Knoxville, Tennessee to celebrate the World’s Fair. Over a period of 6 months, more than 11 million visitors toured a variety of exhibits created by 16 countries, all focused on the theme of “Energy Turns the World.” For a short time, the world’s nations gathered in Knoxville to showcase their best and brightest innovations.

In 2016, we have asked you to join us in Knoxville for another auspicious gathering, the 51st annual TYCA-SE conference. Over the next three days, we will showcase the best and brightest teaching techniques that our Southeast region has to offer, all centered on the theme “Intentional Teaching Turns the World.”

Just as the World’s Fair encouraged the exchange of cutting edge ideas, so, too, we hope to fire your creative spark with engaging sessions, fascinating speakers, and fantastic parties. Our theme’s play on that of the 1982 World’s Fair invites you to spend the next 72 hours considering the ways in which our profession provides enormous opportunity for positive influence and change.

On behalf of the combined faculty of Pellissippi State Community College and Chattanooga State Community College, we want to welcome you to Knoxville, Tennessee for TYCA-SE 2016. The following pages are your guide to our 51st annual gathering. Within, you’ll find an exciting array of professional develop- ment and networking opportunities that will allow you to step away from the quotidian responsibilities of your academic semester. Please let us know if you have any questions or if there is anything we can do to enhance your experi- ence in Knoxville.

Welcome! We’re so glad you’re here.

Program Chairs: Joel B. Henderson, Chattanooga State Community College Ann N. Nicodemi, Chattanooga State Community College

Local Arrangements Chairs: Robert T. Lloyd, Pellissippi State Community College Teresa M. Lopez, Pellissippi State Community College

1 Friday, February 26 2016 Conference Schedule 2:15-3:00 Concurrent Session V {Session details pgs. 38-40} 3:00-midnight Hospitality Suite Open {dogwood} Wednesday, February 24 3:15-4:00 Concurrent Session VI {Session details pgs. 41-43} 10:00-4:00 REC Meeting {cumberland} 4:15-5:00 REC Meeting {cumberland, bios pgs. 58-59} 12:00-1:00 REC Lunch {private dining room} 8:00-10:00 Dessert Reception and Creative Writing Readings 5:00-7:00 Registration {sundries courtyard} {private dining room, details pg. 45} 6:00-8:30 REC Dinner 8:30-Midnight Chair’s Reception {dogwood, details pg.11} Saturday, February 27 7:30-8:30 Continental Breakfast {sundries courtyard} Thursday, February 25 8:00-10:30 Publishers’ Exhibits {Sundries courtyard} 8:00-5:00 Registration {Sundries courtyard} 8:30-9:15 Concurrent Session VII {Session details pgs. 46-48} 9:00-12:00 Pre-Conference Opportunities {details pg. 10} 9:30-10:15 Concurrent Session VIII {Session details pgs. 49-51} 10:00-5:00 Publishers’ Exhibits {sundries courtyard} 10:30-12:00 Closing Session {Tennessee ballroom, details pg. 52} 1:00-2:45 Opening Plenary Session {Tennessee ballroom, details pg. 12} 1:00-4:00 Post-Conference Excursions {details pg. 11) 3:00-7:00 Hospitality Suite open {dogwood, details pg. 15} 3:00-5:00 Voting for REC Candidates Holiday Inn @ World’s Fair Park Map {sundries courtyard, bios pgs. 58-59} 3:00-3:45 Concurrent Session I {session details pgs. 13-14} WINDOWS ON THE PARK PAVILION

4:00-5:30 Cowan/Doster Awards Session service parlour 1 parlour 2parlour 4 parlour 6parlour 8 door {Tennessee ballroom, details pgs. 17-21} 2a 2b 4a 4b 7:00-9:00 TYCAT 10th Anniversary Dinner Party at the Sunsphere {details pg. 23} restrooms parlour 3 parlour 5parlour 7 9:00-midnight Hospitality Suite open {dogwood}

pre- loading dock Function Friday, February 26 grand pavilion ballroom 7:00-8:30 Continental Breakfast {sundries courtyard} 8:00-5:00 Registration {sundries courtyard} medallion room carriage room crystal room 8:00-5:00 Publishers’ Exhibits {sundries courtyard} service hallwayservice hallway 8:00-11:00 Voting for REC Candidates {sundries courtyard, bios pgs. 58-59} tennessee ballroom 8:00-8:45 Concurrent Session II {Session details pgs. 26-28} 9:00-9:45 Concurrent Session III {Session details pgs. 29-32} cumberland leconte summit 10:00-10:45 Concurrent Session IV {Session details pgs. 33-35} tennessee ballroom pre-function escalator 11:00-11:45 State Meetings {locations pg. 36} park view lobby 12:00-2:00 Luncheon {Tennessee ballroom, details pg. 36} exit to world’s fair park

• The Sundries Courtyard is located just around the corner from the hotel’s main desk. • The Private Dining Room is located next to the hotel restaurant just off the Sundries Courtyard. • Dogwood, site of the Chair’s Reception and the Hospitality Suite, is located on the 2nd floor.

2 3 February 24, 2016 February 24, 2016

Dear Friends, Dear TYCA-SE Membership,

Welcome! It is great to have you here for the Two-Year College English As president of Pellissippi State Community College, I am extremely pleased Association-Southeast Conference. Knoxville is a state and regional center to welcome you to Knoxville for the TYCA-SE 2016 conference. In of higher education, and I am pleased to have so many community college partnership with dedicated faculty from Chattanooga State Community educators here in town. Thank you for all you do. College, our English department has chosen an ideal time to show how “Intentional Teaching Turns the World.” You are in a perfect location to experience the best our city has to offer. You are just a few minutes walk from Market Square, Gay Street and the Old City The 2016 conference’s focus on innovation raises especially relevant issues Historic District, where you will find diverse restaurants, boutiques, theaters for today’s two-year college teacher. Given recent changes in attitudes and and other entertainment, as well as historical places of interest. approaches to higher education, including positive developments like Tennessee Promise, this three-day conference offers great opportunities to Right next door is the Sunsphere, the signature landmark from Knoxville’s engage with fellow teachers and to create innovative strategies. I hope the 1982 World’s Fair. Be sure to visit the public Observation Deck for views of wide range of presentations on pedagogical theory and practical applications the city and its beautiful surroundings. provides you with helpful tools and a community of support.

If you’re a music fan, don’t miss the live Blue Plate Special, at noon most Having spent my tenure at Pellissippi working on behalf of the students as a days in the Knoxville Visitors Center on Gay Street. It’s free, and a great way member of the faculty, academic administrator, and now president, I to experience a little East Tennessee culture. appreciate the devotion it takes to succeed as an instructor, especially in an environment that can seem uncertain at times. Thank you for taking the time I hope that your stay is enjoyable and that you will visit us again! to engage in this excellent opportunity for professional development in conjunction with our educational institutions in Knoxville and Chattanooga. Sincerely, From all the faculty and staff at Pellissippi State, as well as the citizens of Knoxville, we hope you enjoy your stay and the time spent connecting with your Madeline Rogero colleagues from throughout the Southeast. Mayor Sincerely,

L. Anthony Wise, Jr. President

4 5 new from norton February 24, 2016 B independent and employee-owned

Everyone’s an Author, 2e The Norton Reader, 14e Dear TYCA-SE Membership, andrea lunsford melissa goldthwaite michal brody joseph bizup lisa ede john brereton Though still in my first year as President of Chattanooga State Community beverly moss anne fernald College, I am well-acquainted with our institution’s long-standing support for carole clark papper linda peterson keith walters and involvement with the Two-Year College English Association-Southeast. Available in two versions — Also available with This year’s partnership with our sister institution Pellissippi State Community with 155 or 95 readings— readings—and as an ebook. and as an ebook. College is yet further evidence of our state’s belief in the importance of what you do as two-year college English educators. The Norton Field Guide The Little Norton Reader: to Writing, 4e 50 Essays from the As you gather in Knoxville for three days of fellowship and professional richard bullock First 50 Years development, you do so against a backdrop of great uncertainty and great maureen daly goggin melissa goldthwaite promise. Though the future of developmental education remains uncertain, francine weinberg Commemorating the 50th Also available with a we can be encouraged by the movement towards free community college anniversary of The Norton handbook, a reader, or education that is sweeping the country. With increased enrollment surely Reader, a collection of its most both—and as an ebook. comes increased challenges and increased reward. popular essays.

So, thank you for what you do. Thank you for your work on behalf of HIJK for Writers TYCA-SE, our educational institution, and, most of all, our students. Over the Did you ever think grammar practice could be fun? It is with InQuizitive, Norton’s forthcoming next few days, take time to reenergize yourself, connect with friends, old and formative and adaptive learning tool. With gamelike elements, and explanatory feedback, InQuizitive new, and congratulate yourself and your colleagues on the important work that motivates students as they learn. Stop by the Norton table to see how high you can score! you do every day in the community college English classrooms. Also Available On behalf of Chattanooga State, one of the co-sponsoring institutions, let me say how delighted I am that you’ve chosen to join my faculty in Knoxville, for The Little Seagull Reading the World: Ideas TYCA-SE 2016. I hope you have a wonderful stay. Handbook, 2e That Matter, 3e richard bullock michael austin michal brody francine weinberg 80 readings, 100 pages of writing instruction—also Available in two versions, available as an ebook. with and without exercises. Also available as an ebook. Flora Tydings, ED. D. President “They Say / I Say”: Back to the Lake: The Moves That Matter A Reader and Guide, 3e in Academic Writing, 3e thomas cooley gerald graff A reader that shows how the cathy birkenstein rhetorical modes are used russel durst in all the genres that college Available in two versions, students are assigned to do— with and without readings. also available as an ebook. Also available as an ebook.

wwnorton.com Follow us @nortonwrite 6 7 2016 conference Speaker Biographies

Silas House Silas House is the author of five novels:Clay’s Quilt (2001), A Parchment of Leaves (2003), The Coal Tattoo (2004), Eli the Good (2009), Same Sun Here (co-authored with Neela Vaswani, 2012); three plays, The Hurting Part (2005), Long Time Travelling (2009), This Is My Heart For You (2012); and Something’s Rising (2009), a creative nonfiction book about social protest co-authored with Jason Howard. House was selected to edit the posthumous manuscript of acclaimed writer James Still, Chinaberry (2011). He has recently finished his novelLittle Fire, published in 2014.

House serves as the NEH Chair of Appalachian Literature at Berea College and on the fiction faculty at Spalding University’s MFA in Creative Writing program. House is a former commentator for NPR’s “All Things Considered” and a former contributing editor for No Depression magazine, where he has done long features on such artists as Lucinda Williams, Nickel Creek, and many others. He is also one of Nashville’s most in-demand press kit writers, having written the press kit bios for such artists as Kris Kristofferson, Kathy Mattea, Leann Womack, and others. A former writer-in-res- idence at Lincoln Memorial University, he is the creator of the Mountain Heritage Literary Festival.

Arthur Golden Arthur Golden is the author of the bestselling novel Memoirs of a Geisha (1997). Golden is a member of the Ochs-Sulzberger family (owners of the New York Times). His mother, Ruth Holmberg, is a daughter of long-time Times publisher Arthur Hays Sulzberger and granddaughter of Times owner and publisher Adolph Ochs. Golden was born in Chattanooga, Tennessee and grew up on Lookout Mountain, Georgia. He spent his middle and high school years at the Baylor School in Chattanooga, graduating in 1974. He attended Harvard University and received a degree in art history, specializing in Japanese art. In 1980, he earned an M.A. in Japanese history at Columbia University, where he also learned Mandarin Chi- nese. After a summer at Peking University in Beijing, China, he worked in Tokyo. When he returned to the United States, he earned an M.A. in English at Boston University. He currently lives in Brookline, Massachusetts, with his son and a daughter.

After its release in 1997, Memoirs of a Geisha spent two years on the New York Times bestseller list. It has sold more than four million copies in English and has been trans- lated into thirty-two languages around the world. Memoirs of a Geisha was written over a 6-year period during which Golden rewrote the entire novel three times, chang- ing the point of view before finally settling on the first person viewpoint of Sayuri. Interviews with a number of geisha, including Mineko Iwasaki, provided background information about the world of the geisha. In 2005, Memoirs of a Geisha was made into a feature film, directed by Rob Marshall, garnering three Academy Awards.

8 9 Pre-Conference opportunities POST-Conference opportunities

Teaching Reading and Writing in an Age of Acceleration ($25) Visit Gatlinburg ($40) Teachers of developmental reading and composition courses now live in an Gatlinburg is nestled at the entrance to Great Smoky Mountains National Park, age of acceleration in which redesign efforts often focus on moving students the most visited national park in America. Gatlinburg is one of America’s great quickly through remediation. Frequently, students seek shortcuts, skim mountain resort destinations, with dozens of local-to-national restaurants, and reading materials, and discount the writing process. Our challenge is to attractions galore – all nestled in the foothills and surrounded on three sides by maintain course rigor and standards in this environment. By highlighting the natural beauty of the Great Smoky Mountains. Gatlinburg prides itself on its research about motivation, critical thinking, and writing pedagogy, we’ll dis- walkability amidst mountain heritage and the arts, crafts and shops that reflect cuss how to impart in-depth analytical and critical thinking skills in accel- that tradition. Enjoy the beautiful view of the mountains, try the wide variety of erated courses. During our workshop, attendees will share their experiences delicious food, shop at the many stores, see the Ripley’s Aquarium (or any of the and strategies. We’ll also provide some usable methods and strategies to slow other many attractions) when you visit Gatlinburg! down and challenge students to do the thinking and writing they need to be successful in our courses and their careers. Knox Brew Tours ($40) Tim N. Taylor, Eastern Illinois University | Linda Copeland, St. Louis Com- Discover Knoxville’s craft beer scene exclusively with private tours of three local munity College (Retired) | Parlour 2 breweries. The excursion will include a professional driver, a tour guide, com- plimentary water and snacks, and four-4oz. samples of local Knoxville brews. The tour will pick you up and drop you off at the hotel.

Visit the Highlander, the Cradle of the Civil Rights Movement ($25) Founded in 1932, the Highlander Center’s commitment to ending segre- gation made it a critically important incubator of the Civil Rights move- ment. Sessions at the Highlander Folk School, as it was then known, helped lay the foundations for historic acts such as the Montgomery Bus Boycott, providing training for movement leaders, among them Rosa Parks, Ralph Abernathy, and Dr. Martin Luther King, Jr. Today, Highlander continues to fight for justice and equality. Our TYCA-SE excursion will visit their New Market, Tennessee, research and education center, re-introduc- ing visitors to the vital role Highlander played in the Civil Rights move- Join us at 8:30pm on Wednesday night ment, as well as to their ongoing mission to support social justice efforts in Appalachia and across America. to get the conference kicked off right!

Hosted by TYCA-SE Chair, Matt Simon

Walking Tour of Literary Knoxville ($25) 8:30-Midnight, Dogwood, 2nd Floor Home to James Agee, Nikki Giovanni, Cormac McCarthy and others, Knox- Great food and plenty of drink ville’s fascinating literary heritage comes to life in a walking tour of the historic downtown. From Civil War times and the tall tales of George Wash- ington Harris to contemporary times and the neo-noir detective novels of Richard Yancey, Knoxville has offered some of America’s richest settings to some of her best writers. Sponsored by Macmillan

10 11 Conference Sessions

Thursday, February 25 opening plenary agenda 3:00-3:45 | Concurrent Session I

Presider Selection of new Nominating Developmental Writing: Engaging Students in Accelerated and Adaptive Committee Members Learning - Private Dining Room Matt Simon, REC Chair Charles Smires, REC Nominating Katie Reed, Murray State (KY) Opening Music Committee Chair The presentation will discuss the results of accelerated developmental writing Variations, Pellissippi State Adjunct Travel Awards models integrating adaptive learning technology to mastery level for students: Community College half-semester (6-12 weeks); hybrid (60% on-campus/40% online); online Tim Krason, REC Treasurer Choral Director: Meagan Langford (100%); and co-requisite 100% on-campus. These accelerated developmen- Pellissippi State’s choral group Variations is tal writing models allow faculty to teach in a compressed format with proven Nell Ann Pickett Award an auditioned vocal ensemble specializing in student success. The presentation will include examples of intentional teaching choral chamber music and advanced choral Ann Nicodemi, Program Co-Chair repertoire. With annual performing tours to methods focused on developmental learners: peer tutoring, service-learning, Europe, Asia, and—for the first time this Spring— integrating technology, understanding metacognition, and creating interesting South America, the Variations ensemble touch- Cowan and Doster Awards writing submissions. es the hearts of people around the world with LaKeya Jenkins, REC Awards Chair their magnificent music. Image Analysis at the Two-Year College - Cumberland Welcome Introduction of Speaker Joshua Johnson, Chattanooga State Community College (TN) Joel B. Henderson, Program Co-Chair Charles Dodd White, Pellissippi State Community College Understanding the rhetorical strategies advertising images use to shape Greetings thoughts and actions is a crucial step in the empowerment of students; howev- Cheryl Hogue Smith, Speaker er, first-year community college students often face unique struggles and have difficulty deconstructing and demystifying these encoded messages. This pre- National TYCA Secretary Silas House Dr. Anthony Wise, Pellissippi State sentation will examine practical methods for effectively implementing image analysis within first-year English courses, while also addressing the very-real Community College President Conference Updates struggles that community college students face. Teresa Lopez, Local Arrangements Introduction of REC Co-Chair It’s a Hybrid Class, Not a Zombie Apocalypse - Summit Matt Simon, REC Chair Deborah Byrd, Perimeter College, Georgia State University (GA) Program Updates Introduction of REC Candidates Joel Henderson, Program Co-Chair Creating a new course isn’t easy, but it’s not the end of the world, either. Hy- Charles Smires, REC Nominating brid courses can be rewarding for both student and teacher. The one face-to- Committee Chair Door Prizes face session per week gives a boost of confidence to students too timid to take a fully online class; at the same time, the online component keeps technically TENNESSEE BALLROOM proficient students from becoming bored in a traditional classroom setting. THURSDAY, FEBRUARY 25 | 1:00-2:45PM Students and teachers have the best of both worlds: online and face-to-face. SPONSORED BY FOUNTAINHEAD This presentation will provide insights gained through several years of teaching hybrid composition classes, including time management and how to structure a syllabus.

12 13 Thursday, February 25 3:00-3:45 | Concurrent Session I (continued)

Creating Classroom Community: Engaging Students with Professor Panels, Presentations, and More - LeConte Sarah Page, Chattanooga State Community College (TN)

How can one create classrooms where students believe they have something to offer the community and the community has something to offer them, where teachers and students work together towards the common goal and interest of learning, where students feel valued as individuals, connected to their teacher, and to each other? This session will discuss some practical and engaging assign- ments, such as professor panels and personal presentations, which aim to foster a stronger sense of community in the college classroom while still meeting learn- ing objectives.

This Old Assignment - Parlor 2 Sarah Beth Tyler, Beth Leishman and Jason Wester, Northwest Mississippi Community College (MS)

The desire to teach the same way all of the time looms above the over-worked and underpaid. Often, teachers fall back on tried and true teaching that seldom changes from one semester to the next. This presentation considers how to breathe new life into old assignments. Three instructors from the same insti- tution will present three different approaches to the same assignment: the text analysis. They will provide options that span from traditional to progressive as well as multimodal. They will talk about what has worked, what has failed, and what they have learned from the different approaches. This panel hopes to bring some ingenuity to the text analysis by showing how instructors can all reach the same goal in more than just one way.

“Now Pull Your Cell Phones Out”: Using Technology in the Classroom to You’ll find an abundance of Promote Collaborative Writing and Provide Formative Assessment - Parlor 4 snacks and plenty to drink. The Rianna Amolsch, Tidewater Community College (VA) Hospitality Suite is located “Put your cell phones away!” While many instructors begin their classes with in Dogwood on the 2nd floor this directive, imagine the excitement students would feel if they were encour- and will be open throughout aged to use the technology they know and love to learn the skills they need. the conference at the This presentation will demonstrate how to use the web-based tool, Socrative, for times listed above. two distinct purposes: promoting a collaborative writing process among students and providing students with formative assessment to ensure comprehension and proficiency. sponsored by macmillan

14 15 Tap into the personalized One billion answers Better Writing. teaching experience. and counting. Better Outcomes. MindTap is a personalized Aplia significantly improves Write Experience. teaching experience with outcomes and elevates thinking Write Experience helps improve relevant assignments that guide by increasing student effort writing skills by evaluating Make sure to join us in celebrating students to analyze, apply, and and engagement. Developed by student assignments based on the recipients of TYCA-SE’s Cowan and Doster Awards. improve thinking, allowing you teachers, Aplia assignments voice, style, format, content, and to measure skills and outcomes connect concepts to the real originality. This resource benefits This presentation and reception will include presentations by with ease. world and focus on the unique from Cengage Learning’s the winners and a variety of food and drink. We’ll celebrate course challenges facing students. exclusive agreement with Easily set your course In just 10 years, more than one Vantage Learning, the creator of Personalized teaching becomes from 4:00-5:30 pm in the Tennessee Ballroom. billion answers have been the software used to grade the yours through a Learning Path submitted through Aplia, GMAT® essay portion. This event sponsored by Pearson. built with key student objectives representing million of students and your syllabus in mind. Easily set your course who have come to class more Control what students see and Developed from the same tech- engaged and better prepared. when they see it. nology used on the GMAT® exam, Easily set your course Write Experience uses pre-built Elevate thinking Efficient and flexible, Aplia lets assignments that fit your course Relevant readings, multimedia, you create a customized course objectives and needs. Student and activities are designed to to match your teaching calendar. work is automatically graded, take students up the levels of Easily change and edit assign- saving time while still allowing learning, from basic knowledge ments, upload your own course you to submit final grades. to analysis and application. Cowan award materials, and share best practices Elevate thinking Promote better outcomes with other Aplia instructors. The Cowan Award is presented to an outstanding full-time English Write Experience helps improve Analytics and reports provide a Elevate thinking student writing skills by evalu- teacher at a two-year college in the Southeast who is a member in snapshot of class progress, time Aplia assignments move ating assignments based upon in course, engagement and good standing of TYCA-SE. The Cowan Award winner demonstrates students to higher-level learning, voice, style, format, content, and completion rates. encouraging them to use critical originality. Cengage Learning exceptional skill in instruction, develops creative approaches to Learn more thinking, analysis, synthesis and has an exclusive agreement with curriculum and instruction, and exhibits a leadership role within the www.cengage.com/mindtap decision-making skills. Learning Vantage Learning, the creator academic department. The winner will receive a plaque, has his or activities build upon each other of the software used to grade and are designed to meet the the GMAT® essay portion. In her name added to the permanent plaque and Cowan Award Display, PERSONALIZED SERVICES: specific needs of your students. Write Experience, the artificial Engaged with you so you can and will receive $1000. intelligence, revision process, engage with them. Promote better outcomes and writing tools foster better You have more demands than The Aplia gradebook keeps you communicators. ever on your time and we are informed of student participation here to help, providing ongoing and progress. You can see each Promote better outcomes DOSTER award training and support, custom- student’s scores by class Track student progress and know izing course materials to meet distribution and class average to where your class stands with a The Bill Doster Distinguished Service Award honors individuals who your specific goals, and sharing identify at-risk students earlier in gradebook that provides a snap- during at least five years of membership have provided distinguished innovative classroom strategies the semester. shot of individual performance, service to TYCA-SE (or SCETC). The winner of the Bill Doster Award number of attempts, and the through our in-house team of Learn more actual submitted assignment. receives a plaque and lifetime membership in TYCA-SE. Nominees professional educators. www.cengage.com/aplia cannot be current elected or appointment members of the REC. LEARN MORE: Learn more www.cengage.com/services www.cengage.com/ Current elected or appointed REC members cannot nominate writeexperience candidates for the Doster Award. Engaged with you. www.cengage.com

M16014490 16 17 Thad Cockrill previous winners 2015 – Amoena Norcross 1998 – Bobbie Jean Wymer Thad Cockrill is an associate professor at Southwest Tennessee Tri-County Technical College (SC) Wytheville Community College (VA) Community College, in Memphis, where he has taught since 1998. 2014 – No Winner 1997 – John Hutchens He has served as Chair of the Department of Languages and Pitt Community College (NC) 2013 – Sean J. Glassberg Literature since 2011. He has taught college English for almost Horry-Georgetown Technical College (SC) 1996 – Sue Grady twenty-five years, and his areas of specialization and interest are Greenville Technical College (SC) 2012 – Debbie McCollum composition and contemporary American literature, particularly Hinds Community College (MS) 1995 – Penny Sansbury the literature of the American South. He is a founding member of Florence-Darlington Technical College (SC) 2011 – Michele Singletary TYCAT, and has served TYCA-SE as journal editor and TYCA Nashville State Community College (TN) 1994 – Audrey Roth national rep. According to his syllabus, he admires the following Miami-Dade Community College (FL) 2010 – Donald Andrews qualities in a student: curiosity, an appreciation for words, and Chattanooga State Community College (TN) 1993 – Eric Hibbison good manners. J. Sargeant Reynolds Community College (VA) 2009 – Pat Modenbach Mississippi Gulf Coast Community College (MS) 1992 – No Winner 2008 – Lorne Kotler 1991 – Donna Reiss Miami-Dade Community College (FL) Tidewater Community College (VA) 2007 – Delora J. Sumerel 1990 – Ann Laster Piedmont Technical College (SC) Hinds Community College (MS) 2006 – Harry Moore 1989 – Joyce Hancock Calhoun Community College (AL) Jefferson Community College (KY) 2005 – Susan Poston Allen 1988 – Kevin Morris Greenville Technical College (SC) Greenville Technical College (SC) 2004 – Beverly Fatherree 1987 – Sylvia Holladay Hinds Community College (MS) St. Petersburg Junior College (FL) 2003 – Betsy Griffey 1986 – Jean Bolen Bridges Florida State Community College at Jacksonville East Georgia College (GA) (FL) 1985 – Nell Ann Pickett 2002 – Chuck McDonnell Hinds Community College (MS) Piedmont Technical College (SC) 1984 – Blair Spencer Ray 2001 – Clem Welch Polk Community College (FL) Coastal Carolina Community College (NC) 1983 – No Winner 2000 – Win Loria J. Sargeant Reynolds Community College (VA) 1982 – Gail Morrison Midlands Technical College (SC) 1999 – Faye Barham Hinds Community College (MS) 1981 – Ray Shepherd Hinds Community College (MS)

18 19 previous winners 2015 – Penny Stockman Sansbury Florence Darlington Technical College (SC) 2014 – No Winner 2013 – Chuck McDonnell Piedmont Technical College (SC) 2012 – Don Andrews Chattanooga State Community College (TN) Beverly fatherree 2011 – Barbara Taylor After more than thirty years of teaching at Cleveland Community College (NC) Hinds Community College, Beverly Fatherree retired in 2015. 2010 – Amanda Wynn At that time, she had won teaching awards from TYCA-SE, Hinds, Chattanooga State Community College (TN) and TYCAM. Her commitment to education was (and is) legendary. 2009 – Tom LaBelle Equally impressive is Bev’s work with TYCA-SE. She has served as Online instructor at multiple colleges Program Chair twice (2005 and 2015). Her wit and confidence in 2008 – Ann Laster front of a crowd make her one of the most natural speakers in the Hinds Community College (MS) organization; who can forget her one-woman Flannery O’Connor 2007 – Nell Ann Pickett presentation, her presentations with Faye Barham on Lee Smith and on Hinds Community College (MS) memoir writing, and her infamous panel presentation with the late Betty 2006 – Charles Smires Furstenberger and Faye Barham on Southern women writers. This list Florida Community College at Jacksonville (FL) does not include the many sessions that she has hosted or moderated, 2005 – Linda Isles Jones nor does it mention her years of service on the Executive Committee Greenville Technical College (SC) or her years of work traveling to NCTE and CCCC conferences as a 2004 – Ovid Vickers TYCA-SE representative. Beverly has worked tirelessly as a recruit- East Central Community College (MS) er for TYCA-SE. For that and so much more, her laughter and kind 2003 – Mark Reynolds heart have endeared her to her colleagues from Hinds and from the Jefferson Davis Community College (AL) Southeast. Beverly Fatherree is a walking history of TYCA-SE, and she 2002 – Jean Bridges represents the best of teaching, scholarship, and service. East Georgia College (GA)

We’re pleased to announce Madonna Kemp as the winner of the Nell Ann Pickett Award for an outstanding presentation proposal submitted by a part-time instructor.

Make sure to attend Madonna’s presentation entitled “Creating a Classroom Community for the Children of Abraham,” which is slated for Friday, 8:00 am in LeConte.

20 21 22 23 2006-2009, Dickson, Tennessee After its inaugural conference, TYCAT was off to a great start, with conferences in 2006, 2007, 2008, and 2009, hosting such writers as Edward Francisco, Ste- ven Womack, and Maggie Barbieri, and enjoying both local and well-known en- tertainment at its Friday night dinners. As conference attendance grew, instruc- tors from across the state shared best practices from all ends of the discipline: literature, composition, developmental writing, creative writing, and writing centers. In both formal presentation settings and open-discussion roundtable sessions, instructors learned from one another sound ideas that they could em- ploy in their classrooms when they returned home. In an effort to include as many Tennessee instructors as possible, in 2006 TYCAT began awarding adjunct scholarships to offset conference expenses for part-time instructors. Participants enjoyed good food, lively conversation, and TYCAT-embossed gifts, including ink pens, notebooks, and jump drives.

2010, Dickson, Tennessee In 2010, TYCAT celebrated its 5th Annual Conference! Appalachian ballad singer Dr. Katie Hoffman was the keynote speaker/presenter on Friday night, and conference participants’ presentations were especially insightful and help- ful to all who attended. An expanded conference format allowed for additional presentations by panels and individuals. As a special commemorative keepsake, insulated lunchboxes bearing the TYCAT 5th Anniversary logo were distributed.

We’re so happy that you are able to join us for 2011-2014, Dickson, Tennessee TYCA-SE 2016 in Knoxville, Tennessee. We’re At the sixth annual TYCAT conference, writer and poet Robert Morgan, Kappa equally happy that you are able to join us in Alpha Professor of English at Cornell University and author of novels such as celebrating the 10th anniversary of our state Gap Creek and This Rock, was the keynote speaker. Mr. Morgan signed books as organization, TYCAT. Below is a brief history well as conducted a special presentation entitled “Writing and the Living Voice” in a Saturday afternoon session, just before launching his new book tour. The of TYCAT’s first ten years. Thanks again for seventh annual conference hosted Pulitzer Prize-nominated Professor of Biol- being a part of our celebration! ogy at Sewanee: the University of the South, Dr. David Haskell, who read from his bestselling book The Forest Unseen. Haskell followed his luncheon presen- tation with a concurrent session entitled “Opening the Senses: Writing From 2005, Jackson, Mississippi Nature.” The eighth annual conference, in 2013, featured a conference theme, At the 2005 conference of the Two Year College English Association—Southeast “In Search of Authenticity,” for the first time. Poet and literary critic Dr. Wyatt (TYCA-SE), the idea of TYCAT was conceived, inspired by other state orga- Prunty spoke at the Saturday luncheon and read from his poetry. Afterwards, nizations such as TYCAM (Two Year College English Association--Mississippi) he signed books and presided over a concurrent session entitled “How Poems and devoted to the mission of establishing the first official association of two- Work.” 2014’s speaker was short-story author George Singleton, and the confer- year college English teachers in Tennessee. TYCAT was designed to follow the ence theme was “Choose Your Weapon.” In 2011, the Friday night dinner at the longstanding TYCA-SE tradition but also to design conferences that were fun, Greystone Golf Club was followed by music from a cavalcade of Nashville-based informative, collegial and practical, where both pedagogy and pragmatism fig- singer/songwriters, and 2012’s Friday evening gala featured a dinner theater ured into the presentations, panels and roundtables. A committee of represen- presentation of the hit musical “9 to 5” in the Gaslight Theater. In 2013, live- tatives from a majority of two-year colleges across the state developed bylaws ly bluegrass family-band, The Rigneys, entertained TYCAT dinner-goers, and for the organization, looking to TYCA-SE and TYCAM bylaws for guidance, and 2014’s party offered a dinner buffet in the Renaissance Center’s Gaslight Theater it planned TYCAT’s first annual conference. It built this conference through with entertainment from the Nashville State Community College Jazz Ensemble. institutional donations, publisher support, and a generous gift from TYCAM. TYCAT giveaways included a golf umbrella, insulated drinkware, Nalgene bot- tles, and fleece blankets. 2005, Dickson, Tennessee “Tennessee Connections,” TYCAT’s inaugural conference, was held at the state- 2016, Knoxville, Tennessee of-the-art Renaissance Center in Dickson, TN, and it generated much excite- Though technically 2015 marked the 10-year anniversary of TYCAT, conference ment with attendance of 55 part-time and full-time instructors from across the planners elected to conserve resources by foregoing the group’s usual October state. The conference ran from Friday afternoon to Saturday afternoon, with gathering in favor of a larger celebration in the World’s Fair Sunsphere at the concurrent sessions on each day, keynote speaker Ovid Vickers from Hinds annual TYCA-SE gathering hosted by Chattanooga State Community College Community College in Jackson, MS, during the Saturday luncheon, and a Fri- and Pellissippi State Community College. Join us as we kick off another 10 years day night laser light show that stunned and amazed all who attended. of collegiality and professional development!

24 25 FRIday, February 26 FRIday, February 26 8:00-8:45 | Concurrent Session II What Do You Mean That I Am to Have an Online Discussion? - Summit Joshua Hite, Volunteer State Community College (TN) Strategies and Tactics for Integrating Reading and Writing: Tools, Imitation, and Case Studies - Private Dining Room Too often students find themselves submitting drop-box like answers into dis- Tim Taylor, Eastern Illinois University (IL) and Linda Copeland, cussions in order to meet “discussion” requirements. This is through no fault St. Louis Community College at Meramec (MO) of their own since teachers give the assignments and establish the infrastruc- ture for the online class. This session shows how to create actual discussions This presentation will offer pragmatic strategies for explicitly and intentionally online where students can bring something new, explore their own interests, linking reading and writing activities in college classrooms. After providing a and not reply with a cheerleading “great post!” This method of engagement brief theoretical background based on principles from classical rhetoric and in discussions helps shape the class where students are not alone but they can research by Michael Bunn and Robert Connors, the presenters will provide still frame the course to best fit their interests. Session participants will learn ideas and tools instructors can use in basic writing, integrated reading-writing, how to lay the infrastructure for these discussions, encourage engagement co-requisite, and college composition courses. The strategies the presentation among participants, and establish pride within the individual class through this will focus on are the following: implementing an analytical reading-writing innovative way of re-creating the classroom discussion (for online). tool, using the power of imitation for both sentence-level and larger concerns, and providing case studies to foster audience and genre awareness. To Post or Not To Post: That is the [Discussion] Question - Summit Jennifer Duncan, Perimeter College, Georgia State University (GA) Battling Passive Consumption: Teaching Rhetoric in Composition I - Cumberland Are discussion boards helping online students or inflating their grades? Do Natalie Counts, Chattanooga State Community College (TN) they create a sense of community or an artificial sense of accomplishment? This presentation will examine multiple discussion formats and discuss best Composition I is a place to develop not only writing skills but also argumenta- (and worst) practices for online discussion boards. Data from multiple semes- tion skills, and having a basic understanding of rhetoric enhances the ability ters will be used to evaluate whether discussion boards promote learning, com- to compose sound arguments. In the Comp I classroom, students can learn to munity, or student satisfaction. Together, maybe we can answer the question: become more than just passive consumers of information in our culture. This Are discussion boards really working for students and teachers? Participants session examines how structuring a Composition I class around the concepts are invited to bring their preconceived ideas and their experiences to share. of rhetoric and argumentation helps students to understand arguments being made about current events, to recognize when they are being persuaded, to Creating a Classroom Community for the Children of Abraham - LeConte identify what they are being persuaded of, and to respond to these arguments Madonna Kemp, Chattanooga State Community College (TN) appropriately and thoughtfully. By focusing on the use of rhetoric in our current culture, students become better able to navigate the conversations One of the major obstacles preventing the success and retention of freshmen happening all around them, and then they are able to better join those con- is a lack of belonging. Many freshmen, especially those attending community versations. This session presents sample assignments from this themed Comp I colleges, deal with the feeling that they do not belong in the classroom or course, samples of topics chosen for analysis by the students, and samples from in college at all because of the culture in which they were raised. Abraham student end-of-semester reflection projects. Maslow’s “Hierarchy of Needs” is certainly key to understanding why collegiate retention rates are not hitting desired percentages. Instructors must create a classroom community as soon as possible in order to assist each student in feel- ing as though they belong in college or they will seek belongingness elsewhere. Therefore, it is essential that instructors consider the ways they can facilitate a feeling of community in the classroom.

26 27 FRIday, February 26 FRIday, February 26 8:00-8:45 | Concurrent Session II (CONTINUED) 9:00-9:45 | Concurrent Session III

“Why Do I Need to Study This?” and Other Often Abhorred but Seamless Alignment and Integrated Learning Support: Developmental Completely Valid Questions Answered: Reenvisioning Our Jobs as English in the High School Classroom - Private Dining Room Literature Teachers - Parlor 2 Mollee Shannon, Chattanooga State Community College (TN) Christopher Heafner, Horry Georgetown Technical College (SC) As a solution to the TN college readiness challenge, Seamless Alignment and Many who have surveyed the vast numbers of Introduction to Literature Integrated Learning Support (SAILS) English aligns the Tennessee Board of textbooks over the past few decades have probably recognized that, other Regents Learning Support Reading and Writing competencies with the Ten- than having different stories, poems and plays, there are almost no substantial nessee Department of Education English IV standards through a hybrid online differences in the instructional sections. Most contain the perfunctory infor- course. Relying on statewide partnerships between Chattanooga State Commu- mation on literary terms, genres and research methods, and if a text is long nity College and five pilot high schools, SAILS English gives students who are enough, then one is bound to encounter yet another published graph of Aristo- not college-ready in English an opportunity to complete college developmental tle’s plot structure all of which do little to help the majority of college students Reading and Writing, simultaneously meeting the requirement to start col- (many of whom are preparing for fields outside of the humanities) understand lege-level composition and giving students their first introduction to a college why they should care about literature or literary analysis. However, this likely course. Presenters will explain the model, partnerships, results, impact, and the isn’t a problem with the textbook industry. Instead, the problem is with an plans for the statewide scale-up as part of the Governor’s Drive to 55 Initiative. instructor’s own ideas about what he or she thinks students ought to know. This presentation suggests that instructors need to reevaluate ideas about what Maps: A World of Rhetoric and Genre - Cumberland students need to get out of introduction to literature classes, and it will offer Andrea West, Midlands Technical College (SC) some assignments to help conference participants refocus their classes around a more interdisciplinary approach. With an increasing FYC emphasis on genre awareness, teaching students about maps, a genre that is both everyday and academic, can be a novel way “Teaching Integrity in a World of Fraud” - Parlor 4 to introduce rhetorical situations and genre conventions. This session will Michele Zath and Rick Zath, DeVry University (GA) discuss an ENG 101 research assignment that uses a collection of viral maps as a jumping-off point for students to begin exploring a topic that will require In a world in which personal information is breached on what seems like a them to dive into the world of 21st century new media genres, as well as more daily basis, students do not understand that “borrowing” someone else’s infor- traditional research texts. Students are required to research the topic inspired mation and not acknowledging this action is wrong. They continue to “copy by a map, compose a bibliography and dialogue of sources, and then draft and and paste” answers for discussion topics in hybrid courses and “copy and revise a research essay. paste” chunks of information to fill up their 10 page papers. In this roundtable discussion, the presenters will share how to teach academic integrity through Reaching Online Students Through Virtual Communication: class discussion, group work, and the use of Turnitin. Then they will ask audi- “Unless someone like you cares a whole lot, nothing is going to get better. ence members to share how they present Academic Integrity in their courses. It’s not!” ~Dr. Seuss - Summit By the end of the session, hopefully the presenters and audience members can Lori Barton, Chattanooga State Community College (TN) begin to develop some methods to help students understand that honesty and integrity go beyond the classroom and into their everyday lives. By doing so, This session will explore successful methods for creating a personal connection this might help students understand the value in citing and referencing their with online students, virtually, as a way to both engage them in their courses sources and having integrity in everything they do. and improve their online course success.

28 29 30 31 FRIday, February 26 FRIday, February 26 9:00-9:45 | Concurrent Session III (CONTINUED) 10:00-10:45 | Concurrent Session IV

Intentional Teaching by Creating Classroom Community - LeConte Aesthetic Reading: Interrogating Visual and Written Texts Martha MacDonald, York Technical College (SC) - Private Dining Room Cheryl Hogue Smith, Kingsborough Community College, This presentation models how to create classroom community in creative City University of New York (NY) writing. This approach works in other courses as well. Some creative writing students are reluctant to share their work. Others are excited, overshadowing The presenter will articulate a theory of blocked skill in meaning making these shyer participants. By using certain strategies, an instructor creates a among students classified as developmental or basic college readers and writers community where all students play an important role, feel nurtured, come to and demonstrate a set of classroom exercises that have proved to be most appreciate the cultures of other students, and discover something of their own effective for interrogating literary, informational, and visual texts, while over- learning style, especially when they break into groups to share their poems, coming student resistance and their apparent incapacity to learn from their stories, or plays. As a published author, storyteller, historical interpreter, and disciplinary reading. Her presentation will demonstrate the fundamentally aes- creative writing instructor, the presenter will model something she developed thetic character of the reading stance that students must learn to take toward called “Writer in Residence for a Week.” any texts that they read in order to have a true learning experience.

Death of a Salesman in 2015 - Parlor 2 Kristi Castro, Midlands Technical College (SC)

This session will focus on the intentional assignments and scaffolding instructors can use to make an “old” text feel relevant to students today. Participants in the session will examine assignments that can be used to help students consid- er cultural, technological, and societal changes that have occurred since the play premiered in 1949. Participants will explore various manipulative writing activities that use the play as a source text to spark critical thinking. The session will show participants additional texts that can be used intentionally to make students analyze the play. These texts include advertisements, reviews, govern- ment documents, the play Glengarry Glen Ross, and other meaningful texts.

Harry Potter and the Chamber of Success: Using Harry Potter to Ignite Change in Developmental Writing Students - Parlor 4 Thea Furby, Hinds Community College (MS)

As many writing instructors know, two major underlying issues with today’s students are poor academic confidence and a lack of social consciousness. By looking at major recurring themes in the Harry Potter series, such as coping with adversity, overcoming fear, and being an ordinary hero, we can ignite change and encourage both social awareness and self-esteem in developmental writing students. Students are encouraged to examine their own backgrounds and experiences to gain confidence in their writing abilities, and by extension, themselves in general.

32 33 FRIday, February 26 FRIday, February 26 10:00-10:45 | Concurrent Session IV (CONTINUED) Sparking Curiosity: Using Games and Competition to Fuel Student Participation - LeConte The Lens of Gender: Analyzing Stereotypes in Visual Texts - Cumberland Margaret McCrary and Jen Horn, Pellissippi State Community College (TN) Lyndsay Knowles and Alicia Bolton, Horry Georgetown Technical College (SC) Students often struggle to engage with the lecture model of the classroom, Analysis continues to be a concept that many students find challenging. In but they also sometimes lack the confidence or initiative to speak up in class this session, presenters will discuss the success they have had with assigning discussions. This session will suggest ways to overcome some of these obstacles students to analyze magazine advertisements, commercials, television shows, for student engagement by creating games and competitions that reinforce the and films in the context of gender stereotypes. Using Jean Kilbourne’s docu- lesson objectives while creating an interactive learning environment for stu- mentary Killing Us Softly 4 and Jackson Katz’s documentary Tough Guise 2 to dents. Topics will include example activities and suggestions for creating games guide their understanding of gender in the media, students work with visual that foster critical thinking about course material. texts in small groups in the classroom before selecting their own visual texts to analyze independently. Learning how to read visual texts critically and analyze “I crave our composition may be written and sealed between us”: Shake- the underlying messages of those texts will help students understand media speare and the Freshman Composition Course - Parlor 2 that they encounter in the real world and how those texts impact them outside Mindy Townsend, Chattanooga State Community College (TN) of the classroom. Teaching Shakespeare to a classroom of young adults is a daunting but re- Flipping Tired of Flipping Out? Flip Your Classroom! - Summit warding task, and in the words of Ralph Alan Cohen, Editor of Shakespeare Mary Patterson and Margaret Floyd, Midlands Technical College (SC) Quarterly, “The ideas expressed in our classrooms determine who and what Shakespeare is far beyond our classrooms.” This presentation will explore the English instructors teaching college composition at a two-year college have methods employed in teaching Shakespeare in a freshman composition class, the opportunity to teach and mentor a diverse population of students from particularly in making relevant connections between Shakespeare, current a wide variety of backgrounds and experiences. Knowing students’ outside literature, and the human condition to help students better understand them- responsibilities frequently overwhelm their out-of-class schedules, which can selves and others through the power of language. Included in this presentation lead to decreased motivation and can impact retention, the presenters en- will be unit writing assignments and sample student writings. deavored to research and employ teaching strategies that would better tailor the classroom experience to the unique needs of our students. Based on this Transforming Students from Consumers to Creators - Parlor 4 research, presenters found that two-year college educators are recommending Joyce McPherson, Belhaven University (TN) the flipped classroom approach to promote metacognitive skills and to “create a learning environment in support of active learning pedagogy and collabora- Innovations in English pedagogy encourage a community of inquiry that builds tive problem solving” (Baepler et. al. 228). Instructors who design and imple- both teaching and social presence in the learning space (Garrison, Anderson, ment a flipped classroom elevate student learning through promoting reflective & Archer, 2010). The newest technologies are opening doors for movements thinking, professional skills practice, and student-designed projects to make like makerspace (Johnson, Becker, Estrada, & Freeman, 2014) and digital learning visible, engaging, and flexible -- creating opportunities for student storytelling (Smeda, Dakich, & Sharda, 2014). These innovative tools transform populations similar to our own to flourish in the classroom. This presentation students from consumers to creators by “acculturating [them] into a commu- models the flipped classroom environment, reviews theories behind flipped nity of practice” (Seely Brown, 2008, p. 19). Examples from the classroom will classroom pedagogy, and offers practical strategies for implementing a flipped be shared, along with practical applications to enhance existing curricula. classroom that can be used in on-ground, hybrid, and online courses.

34 35 FRIday, February 26 11:00-11:45 | State Meetings

Alabama & Georgia - Windows on the Park Lounge Florida - Windows on the Park Restaurant Kentucky - Windows on the Park Restaurant Mississippi - Mt. Laurel North Carolina - Parlour 2 South Carolina - Parlour 4 Tennessee - Private Dining Room Virginia & West Virginia - Windows on the Park Lounge

Presider: Introduction of Speaker: Matt Simon, REC Chair Joel Henderson, Program Co-Chair REC Election Results: Charles Smires, REC Nominating Speaker: Committee Chair Arthur Golden

Harp Music: Conference Updates: Peggy Cavin Hinkle Rob Lloyd, Local Arrangements Co-Chair

Peggy Cavin Hinkle holds a graduate Program Updates: degree in piano pedagogy from The Ann Nicodemi, University of Tennessee, as well as a Program Co-Chair degree in keyboard performance from Lee University. She is an associate Door Prizes professor at Pellissippi State Com- munity College where she serves as Music Program Co-Coordinator.

Sponsor: W.W.Norton

36 37 FRIday, February 26 FRIday, February 26 2:15-3:00 | Concurrent Session V Closing the Capital Gap in the Writing Classroom - Cumberland Kimberly Russell, West Kentucky Community and Technical College (KY) The Volunteer State Triad Model: Creating a Co-requisite Course for Learning Support in Writing - Private Dining Room Capital, a sociological concept originally articulated by Pierre Bourdieu, refers Leslie LaChance, Laura Black, Stephanie Webb, Kelly Ormsby, and Catherine to the resources that can create advantages and promote social mobility for in- Randall, Volunteer State Community College (TN) dividuals. Capital can be a powerful mechanism for social reproduction, a con- dition that community colleges have been designed to disrupt. Or capital can As a result of a number of higher education initiatives in Tennessee, commu- be a tool that allows individuals to become more socially mobile. If the mission nity colleges have increased their focus on student success and timely program of community colleges is to provide opportunities to all people, including those completion. For two-year college English programs, these initiatives have of- from traditionally underserved populations, then those teaching in community fered an opportunity for reevaluation and restructuring of curriculum in order colleges need to address the issue of capital disparity, which occurs when there to meet the learning support needs of first year writing students more effective- is a disconnect or misalignment between the expectations of the institution and ly. In one type of restructuring, some English departments have shifted from those of individuals within the institution. However, the challenge for many a pre-requisite developmental writing model to a co-requisite one in which faculty members is negotiating the conflict between course requirements and students enroll in both a learning support writing class and a regular first the desire to support students’ acquisition of capital. One way to build stu- semester composition class during the same term. Research on such co-requi- dents’ capital while continuing to meet course-specific learning outcomes is site models indicates that students who begin earning college-level credit in through assignments and activities designed to meet both goals. This session conjunction with skills courses from the outset of their studies are more likely will describe strategies teachers of writing can incorporate in order to facilitate to persist in and complete their academic programs than are students who en- students’ accumulation of cultural, social, and human capital. roll in a remedial curriculum before entering college level courses. This panel will discuss the Volunteer State Community College pilot co-requisite compo- From the Jig Saw - LeConte sition program, which began in spring 2015. In this pilot study, students drawn Indigo Eriksen and Lauren Edmondson, Northern Virginia Community College (VA) from two different first semester composition sections have also enrolled in a three-credit-hour learning support writing course. Presenters will describe the College Composition classes are often the only courses students take that Volunteer State Triad model, and will address such issues as student placement, focus specifically on learning to write in ways that are both structurally sound credit hours, Banner scheduling, online course shell components, staffing, and academically complex. Another challenge in the heterogeneous college materials selection, assignments, and student success. Additionally, panelists composition classroom is finding ways to involve students in engaged discus- will discuss how the course redesign and their teaching have been informed by sion that fosters learning and community. This creates an urgent demand that research on the relationship between student mindset and student success. instructors prepare students of widely different abilities for the diverse expec- tations of future professional and academic experiences. This session will pre- Flipping Out! Teaching Learning Support Writing Students - Summit pare writing instructors to reimagine in-class assessments as community-based Samantha Isasi and Candace Justice, Walters State Community College (TN) learning opportunities in which all students become stakeholders. This session will provide participants with detailed plans for two unique strategies for in- This session will discuss two types of flipped classrooms that leverage technol- creasing lively discussions; in addition, presenters will offer advice for educa- ogy in different ways. One presenter created a classroom that utilizes smart tors frustrated with disengaged students. phones for various aspects of the class. Reversely, the other presenter will share how using iPads can shape classroom learning. Each presenter will discuss methodology in creating a flipped classroom as well as share tools for student engagement and expand upon technology/apps used. Student examples will be included. Presenters will also offer quantitative data to support the success of flipped classroom models. The presentation will offer innovative teaching strate- gies and real-life applications for instructors of co-requisite models.

38 39 FRIday, February 26 FRIday, February 26 2:15-3:00 | Concurrent Session V (CONTINUED) 3:15-4:00 | Concurrent Session VI

The PROF Project: an Experiment in Faculty Collaboration - Parlor 2 Well, Hello There: Embedding Tutors in First Year Composition Juan Alonso Santillana, Ann Nicodemi, Julie Jarnefeldt, Erica Lux, and Rachael - Private Dining Room Falu, Chattanooga State Community College (TN) Emily Miller and Ray Orkwis Northern Virginia Community College (VA) Chattanooga State’s Humanities Department piloted a new group of initiatives labelled PROF (Promoting Relationships Of Faculty) during the fall of 2015. This session will review the Annandale NVCC DERAC embedded tutoring Aimed initially towards providing a wide range of opportunities for part time program and then cultivate participant discussions regarding additional ideas faculty to get more professionally involved with the department, PROF has to integrate student support in composition courses. proven to be an important resource to promote cohesion and collaboration across the department not only for part-time faculty, but also for full-time facul- Involvement through Vicarious Victimhood: Using Fictional Narratives ty. The initiatives under PROF include a social media group (PROF-Facebook), and Media as Platforms for Social Engagement in English Composition a classroom visit service (PROF Visits), an instructional materials sharing - Cumberland system (PROF Shares), opportunities for social interaction on and off campus Jason Huddleston, Chattanooga State Community College (TN) (PROF Eats), and a yearly award ceremony (PROFfies). The presenter will discuss and demonstrate how his English Composition Intentional Designs: Teaching with an Evolution vs. Creation Debate students fulfill a writing project (the National Project) by composing three - Parlor 4 first-person journal entries -- each informed by and incorporating (through Brian Hale, Chattanooga State Community College (TN) footnotes) extensive academic research. The student uses elements of narra- tion and description to write these journal entries from the perspective of a On February 4, 2014 at the Creation Museum in Petersburg, Kentucky, Bill “victim” in American society (one who suffers from an eating disorder, child Nye the Science Guy debated with Ken Ham, founder of Answers in Genesis. or spousal abuse, AIDS, bullying, a terminal disease, sex trafficking, addiction, The debate itself was underwhelming, but the learning opportunities are all the or homelessness). In addition to this written component, the student selects a greater, if the curriculum is well planned. After showing the first ten minutes of particular medium through which to “translate” the experience recounted in the debate, this presentation will demonstrate how the debate can be harnessed the journal entries. The medium – photographs, a painting, a musical com- to engage students actively in developing note taking, reading, researching, position, a long poem, or a short film – must be the student’s original work, critical thinking, and writing skills over the course of a three-week unit. The created with the intent of enhancing the rhetorical nature of the assignment presenter will make recommendations for handling the touchy issues of reli- as a whole. Ultimately, the student uses both components as means of raising gious faith and scientific skepticism. And the necessary support materials for awareness on the social issue to which s/he has responded; yet, while the first recreating the unit yourself will be provided. component allows the student to become even more aware of and fictionally respond to an issue facing this country, the second component allows them to more artistically express themselves in relation to this issue. Both components of the assignment tend to instill within the student an acute awareness of and sympathy for victims of this social issue as well as a sense of conviction to advocate for change.

40 41 FRIday, February 26 FRIday, February 26 3:15-4:00 | Concurrent Session VI (CONTINUED) On the Fringe: Two-Year Colleges in College English and College Composition and Communication, 1940-2009 - Parlor 2 Intentional Pathways…Good, Bad, and Indifferent - Summit Laura Matravers, University of Louisville (KY) Kelly Rivers, Tara Lynn, and Kathy Byrd, Pellissippi State Community College (TN) This presentation examines some of the general representations of two-year This roundtable discussion will address issues inside and outside of the class- college writing students in the larger disciplinary scholarship of composition room that complicate the establishment of an academic classroom community studies and what those representations might mean for instructors and—more during the Tennessee Promise and Race to the Top era. Part of this discussion importantly—for their students. Specifically, this presentation will offer an will focus on students’ seeming dearth of mental, emotional, psychological, and overview of data collected from a distant reading of mentions of two-year academic preparation for college and how instructors might intentionally pre- colleges in seven decades of College English and College Composition and pare ourselves for issues and conversations with our students which may arise Communication, the possible implications of that data, and a discussion of how as a result. Audience members will be encouraged to share their own concerns an intentionally fuller and more adequate representation of two-year college about the changing community college landscape and its impact on students writing students in such scholarship might better serve the teaching field. and the English teaching profession. Presenters will share concerns, experienc- es, and intervention strategies as a means of suggesting ways to blend collegiate Digital Games and Applications: Engage Students to Build Essential expectations with our students’ real-world realities. Writing Skills - Parlor 4 Art Goldberg, Miami Dade College (FL) The 7 Habit Habits of Highly Effective Heroes: Integrating Myth and Work into the Two-Year Writing Classroom - LeConte Digital games and applications can be powerful tools to engage students and Eric Niemi, Chattanooga State Community College (TN) improve their critical thinking skills within both face-to-face and blended courses. These courseware applications also have tremendous potential to This session presents strategies and approaches to integrating Joseph Campbell’s make education more effective, accessible, and affordable to community col- Hero Journey and Stephen Covey’s 7 Habits of Highly Effective People into lege students. During this session, hear how Professor Art Goldberg has imple- writing courses; furthermore, it will address how co-curricular opportunities mented a variety of digital games and applications within introductory courses can support and develop this process. Content will also be connected to high (ENC 1101 and ENC 1102) at Miami-Dade College and Broward College. This impact practices and their impact on both curricular and co-curricular con- session will highlight some of the latest tools currently available to support tent. Our students are heroes on their own journey to success in an academic student success within developmental and first-year English courses. Among discipline and professional career. As such, first-year students enter the ‘special these tools, several incorporate game-based learning modalities. According to world’ of higher education, and they seek the help of mentors and allies to the 2014-2019 Global Edugame Market Report published by Ambient Insight, overcome challenges throughout the semester. They need assistance in devel- the use of game-based courseware within higher education is projected to oping and applying these skills to, not only next semester, but the next phase of grow significantly over the next few years. Professor Goldberg will present a their lives and careers. Important to this process is the development of meta- number of games that challenge students to review, practice, and demonstrate cognitive and affective skills that transform successful students into successful higher-order critical thinking skills. professionals and community leaders. Throughout this process, they develop skills and strategies for, not only college success, but professional success. Stu- dents do not just learn new concepts, but they learn new mindsets.

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44 45 SATURday, February 27 SATURday, February 27 8:30-9:15 | Concurrent Session VII There’s an Art to It...Applying Principles of Andragogy in a Humanities Class - Summit Speaking Deliberately: the Conversational Project - Private Dining Room Andrea Sanders and Wesley Jarrett, Chattanooga State Community College (TN) Jessica Brown, Holmes Community College (MS) In this session, the presenters will describe a project in which they create an What good is reading literature without a good conversation to follow? This Introduction to the Humanities assignment using the principles of andragogy, a session will explore group projects that encourage students to lead engaging high impact practice in higher education. With this assignment, the presenters discussions on literature and culture with faculty, administrators, and com- hope to engage adult learners by helping them make meaningful connections munity members. Projects include a salon style presentation, a tea party, and between the practical skills they have learned (or observed) in their lives and sharing literature through performance and visual arts. Session will also address similar skills exhibited by the artists, musicians, architects, engineers, etc., they planning and assessing a conversational project. have studied in the course. By so doing, the presenters hope to engage the adult learners more actively with the material, which is often abstract and difficult to Just Think: Teaching Social Justice In English Classes - Cumberland relate to “real life.” This session will be interactive, and the presenters welcome Neeley Gossett, Andy Rogers, and Matthew Dolloff, Perimeter College, Georgia State all feedback on their project. The presenters will provide attendees with an an- University (GA) notated bibliography of works on the principles and best practices of andragogy.

Georgia Perimeter College has formed a committee of professors from several Unraveling Revision (and Other Interactive Teaching Lessons) - LeConte disciplines to create curriculum focusing on Social Justice by using Bryan Ste- Natalie Mahaffey, Midlands Technical College (SC) venson’s Just Mercy as a text. This panel will focus specifically on the curricu- lum developed for English classes. Social Justice was a concentration in various This presentation considers a number of different interactive and creative English classes, including learning support, freshman composition, and Amer- activities that allow students to approach the steps of composition in ways that ican literature. While some professors have used Social Justice as a semester they can find relatable. One of the presenter’s most successful lesson plans re- long theme, others have made it the center of a single assignment. Students ex- volves around finger knitting and revision. This activity helps solidify the need plored contemporary Social Justice issues and movements through writing, oral for organization, sentence structure, punctuation, and description. During this discussions, and research. They also used Twitter and the hashtag #justthink session, the presenter will share this lesson plan and discuss the ways in which to share articles and ideas with students in different courses. Presenters hope an interactive and creative classroom can impact the classroom environment that a classroom dialogue and writing about Social Justice will allow students to and encourage students to claim ownership over their work. think critically about problems in their own communities. This panel plans to present our curriculum, data, best practices and student feedback. Two Medievalists’ Perspective on Innovative Teaching within a Study Abroad Program - Parlor 2 Sam Klein and Hyde Abbott, Horry Georgetown Technical College (SC)

Teaching a six hour for-credit study abroad program across two disciplines at a two-year college leads to many opportunities for teaching innovation. This pre- sentation will focus on co-teaching techniques, development of interconnected syllabi, implementing shared assignments, use of a mobile classroom, and using technology to help heighten the international experience.

46 47 SATURday, February 27 SATURday, February 27 8:30-9:15 | Concurrent Session VII (CONTINUED) 9:30-10:15 | Concurrent Session VIII

Using Software to Prepare Students for Success - Parlor 4 Drawing out the Soul: Lifelong Learning through Success Journals Jennifer Moore, Hawkes Learning - Private Dining Room Jonathan Warnock, Tri-County Technical College (SC) Hawkes Learning’s unique mastery-based courseware has been helping students succeed for more than 35 years in mathematics. Its new Foundations of English “Education,” says Waldo Emerson, is the “drawing out of the soul.” However, program brings Hawkes’s existing learning technology to the field of reading students often miss the life-giving opportunity to grasp Emerson’s aphorism and writing. In addition to providing valuable remediation in introductory early during the two-year college English sequence. Instead of recognizing English skills, Foundations of English challenges students to apply the concepts learning as enlightening, applicable, and fun, they frequently consider it confus- they are learning to their academic, professional, and personal lives. Hawkes ing, irrelevant, and boring. If “Intentional Teaching Turns the World,” then in- Learning has collaborated with current and former reading and writing instruc- structors should facilitate favorable conditions for self-learning. To that end, the tors to learn the practical needs of their departments and students. All of the presenter has designed “Git-R-Done”: Basic Writing for Success, an integrated instructional content of Foundations of English has been written by these in- learning community that guides students to think, learn, and continue learning structors. Hawkes has developed its courseware features based upon instructors’ beyond the classroom. “Git-R-Done”: Basic Writing for Success not only helps feedback and suggestions.Foundations of English covers topics in study skills, students improve grammar and writing skills, but it helps students become critical thinking, reading, writing, grammar, and research. Additionally, instruc- better self-directed learners, so they can succeed in all areas of college life. With tors have access to a number of exciting new features, including SmartReview, this in mind, “Drawing out the Soul: Lifelong Learning through Success Jour- a paper submission platform for peer and instructor review; writing and reading nals” will guide TYCA-SE 2016 participants to experience otherwise familiar diagnostics; and student performance and grade reports.The presenter will concepts in new and innovative ways: discuss the definition and purpose of edu- demonstrate the Foundations of English courseware and share an overview of cation, receive handouts and hands-on activities detailing journal assignments the program’s development. All attendees will be entered into a raffle for a $25 geared to encourage behaviors of successful college students, and explore the Amazon gift card. learning community proposal and design process. Ultimately, faculty and staff will be encouraged to exemplify and evoke intrinsic value for education.

Writing about Writing at the Two-Year College - Cumberland Jessica Ulmer, Midlands Technical College (SC)

This presentation will describe how two-year college writing instructors can effectively employ Elizabeth Wardle and Douglas Down’s Writing about Writing approach in teaching composition courses with the goal of promoting transfer of writing skills. After examining the types of students that tend to enroll at the two-year college and exploring the possibilities for using the WAW pedagogy, attendees should have a grounded understanding of the opportunities that await them in the world of WAW!

48 49 SATURday, February 27 SATURday, February 27 9:30-10:15 | Concurrent Session VIII (CONTINUED) Assisting Faculty with ESL Instruction: A D2L-Based Approach to Professional Development - Parlor 4 Millennials: from Entitlement to Empowerment - Summit Caitlin Chapman-Rambo and Jamie Cyphers, Northeast State Community College (TN) Carmen Brown and Jeffrey Russell, Pellissippi State Community College (TN) The population of non-native English speakers is on the rise in Tennessee and Intentional teaching includes taking a holistic look at the many factors that surrounding states. With more non-native speakers graduating high school and contribute to and often manifest as the entitlement mentality in the classroom. taking advantage of TNPromise, community colleges will need to be prepared Participants will learn practical strategies, such as classroom assignments, activ- to address the needs of these students. Since resource availability for non-native ities, and discussion topics, to assist students in the development of self-efficacy speakers is not guaranteed in higher education, the presenters saw an opportuni- ty for professional development. To help composition instructors respond to the and an internal locus of control necessary for successful academic and personal needs of non-native speakers in the college writing classroom, they’ve developed navigation. an online training resource deliverable via the TBR mandated course manage- ment system, Desire2Learn. The training, Responding to ESL Students in the Peer Review? Ain’t Nobody Got Time for That! - Teaching Revision Composition Classroom, is broken into six modules, listed below: Alternatives using Classroom Technology - LeConte Module 1: Student Demographics Erica Lux, Rachael Falu & Stanley (Buck) Weiss, Chattanooga State Community College Module 2: ESL Plagiarism Module 3: ESL Feedback Peer editing has long been a part of the process in writing classes, but these pre- Module 4: ESL Common Errors senters wonder if this is effective. Are there better techniques? Should it happen Module 5: Sample Assignments at all? Most studies claim that successful peer review should be incorporated into Module 6: Resources for Implementing ESL Writing Programs the core of the course with students receiving training and guidance from the In this presentation, the presenters hope to discuss both why online training for fac- professor, but what is the best way to achieve this? The presenters surveyed col- ulty can be beneficial for many schools and how to approach the task of setting up a leagues on this subject and received mixed results. They will discuss how classic D2L-based faculty development course in terms of technology and content. ideas of peer review and revision practices can be “revised” through classroom technology. Presenters will also have an open dialogue with audience members Flat Stanley – Encouraging Creative Language with Adult ESL Students about best practices for peer review. - Parlor 4 Lisa Currie, Lord Fairfax Community College (VA) The Chattanooga State Chautauqua: Inviting the Extra-Curricular into the Classroom - Parlor 2 Flat Stanley is the familiar elementary tool for reading/ writing, but Flat Stanley Keri Lamb and Debbie Rudd, Chattanooga State Community College (TN) can be a rewarding tool for grammar, speaking, reading and technology with adult ESL students as the paper character encourages creative authentic language while This session will have two primary focus points: to share the experience of creat- encouraging students to use technology. Part of an eight-week summer session, Flat ing and promoting a successful lecture series at Chattanooga State and to discuss Stanley provided adult ESL students the opportunity to practice writing their Flat the ways in which teachers can bridge the gap between extra-curricular endeav- Stanley stories on Google Sites using basic grammar structures (past, progressive, ors and the classroom. The presenters will briefly discuss the Chautauqua (our modals, have/has and other forms) in writing and speaking; Google Sites hosted the name for the lecture series hosted by the Humanities Division), and move on to students’ written work and included video or “selfies” as artwork; final presentations detail the ways in which Chautauqua committee members, presenters, and other gave students the opportunity to practice language while displaying final projects. faculty at Chattanooga State have encouraged students to apply their experience This curriculum provided students an opportunity to develop all areas of language of attending a lecture to their coursework. In particular, they would also like to acquisition as well as technology skills which can be used in the real world. Students hear from session attendees regarding their strategies (successful or otherwise!) for were empowered and confident in their final Flat Stanley stories/presentations inspiring students both to attend extra-curricular events and to reflect meaning- because there was ownership both of character and work. The final projects were fully upon those experiences in a way that connects to a particular aspect of the rewarding and entertaining featuring Flat Stanley as the underage alcoholic, Flat curriculum or a specific course learning outcome. Stanley as the unwanted guest, Flat Stanley as the student’s nemesis and others.

50 51 REC APPOINTED MEMBERS CLOSING SESSION AGENDA Journal Editor TENNESSEE BALLROOM Ann Nicodemi | Chattanooga State Community College | Chattanooga, TN Advertising Manager PRESIDER: MATT SIMON, REC CHAIR Wayne Francis | Florida State College at Jacksonville | Jacksonville, FL SECRETARY’S REPORT: LAURA BURRIDGE Webtender TREASURER’S REPORT: TIM KRASON Joel Henderson | Chattanooga State Community College | Chattanooga, TN MEMBERSHIP CHAIR’S REPORT: Meeting Planner ANNIE LOTZ Meg Matheny | Jefferson Community & Technical College, Southwest | Louisville, KY NATIONAL TYCA REPRESENTATIVE’S REPORT: Nominating Committee Chair SUSAN SLAVICZ Charles Smires | Florida State College at Jacksonville | Jacksonville, FL TYCA-SE SERVICE AWARDS Archivist INVITATION TO TYCA-SE 2017 Cynthia Whittington | Hinds Community College | Raymond, MS IN CHARLESTON, SC (SEE AD PAGE 37) Historian PASSING OF THE CONFERENCE BANNER Beverly Fatherree | Hinds Community College | Raymond, MS DOOR PRIZES DISMISSAL 2016 Conference Chairs

Local Arrangements: Rob Lloyd | Pellissippi State Community College | Knoxville, TN Teresa Lopez | Pellissippi State Community College | Knoxville, TN

Program: REC ELECTED MEMBERS Joel Henderson | Chattanooga State Community College | Chattanooga, TN Chair Ann Nicodemi | Chattanooga State Community College | Chattanooga, TN Matt Simon | Tri-County Technical College | Pendleton, SC

Assistant Chair Troy Appling | Florida Gateway College | Lake City, FL 2017 Conference Chairs Secretary Local Arrangments: Laura Burridge | Nashville State Community College | Nashville, TN Sean J. Glassberg | Horry-Georgetown Technical College | Georgetown, SC Membership Chair Michael Williams | Horry-Georgetown Technical College | Myrtle Beach, SC Annie Lotz | Jefferson Community & Technical College | Louisville, KY Roger West | Trident Technical College | Charleston, SC Treasurer Tim Krason | Hinds Community College | Raymond, MS Program: Joel Henderson | Chattanooga State Community College | Chattanooga, TN Awards Chair/Member-at-Large Lakeya Jenkins | Piedmont Technical College | Greenwood, SC Ann Nicodemi | Chattanooga State Community College | Chattanooga, TN

National TYCA Representative Susan Slavicz | Florida State College at Jacksonville | Jacksonville, FL

52 53 REC STATE REPRESENTATIVES Counts, Natalie | Chattanooga State Community College | [email protected] Currie, Lisa | Lord Fairfax Community College | [email protected] Alabama Lee O. Conerly | Alabama Southern Community College | Monroeville, AL Cyphers, Jamie | Northeast State Community College | [email protected] Dickinson, Laurie | Lord Fairfax Community College | [email protected] Florida Diora Nelson | Hillsborough Community College | Plant City, FL Dolloff, Matthew | Perimeter College, Georgia State University | [email protected] Duncan, Jennifer | Perimeter College, Georgia State University | [email protected] Georgia Deborah Byrd | Perimeter College, Georgia State University | Covington, GA Edmondson, Lauren | Northern Virginia Community College | [email protected] Kentucky Eriksen, Indigo | Northern Virginia Community College | [email protected] Tyra Henderson | West Kentucky Community & Technical College | Paducah, KY Falu, Rachael | Chattanooga State Community College | [email protected] Mississippi Floyd, Margaret | Midlands Technical College | [email protected] Gaye Winter | Mississippi Gulf Coast Community College | Perkinston, MS Furby, Thea | Hinds Community College | [email protected] North Carolina Goldberg, Art | Miami Dade College | [email protected] Robbi Muckenfuss | Durham Technical Community College | Durham, NC Gossett, Neeley | Perimeter College, Georgia State University | [email protected] South Carolina Hale, Brian | Chattanooga State Community College | [email protected] Mike Williams | Horry-Georgetown Technical College | Myrtle Beach, SC Heafner, Christopher | Horry-Georgetown Technical College | [email protected] Tennessee Hite, Joshua | Volunteer State Community College | [email protected] Lori Barton | Chattanooga State Community College | Chattanooga, TN Horn, Jen | Pellissippi State Community College | [email protected] Virginia Huddleston, Jason | Chattanooga State Community College Holly Foster | Tidewater Community College | Chesapeake, VA [email protected] West Virginia (open) Isasi, Samantha | Walters State Community College | [email protected] Jarnefeldt, Julie | Chattanooga State Community College [email protected] 2016 conference presenters Jarrett, Wes | Chattanooga State Community College | [email protected] Abbott, Hyde | Horry-Georgetown Technical College | [email protected] Johnson, Joshua | Chattanooga State Community College [email protected] Alonso Santillana, Jua | Chattanooga State Community College [email protected] Justice, Candace | Walters State Community College | [email protected] Amolsch, Rianna | Tidewater Community College | [email protected] Kemp, Madonna | Chattanooga State Community College [email protected] Barton, Lori | Chattanooga State Community College | [email protected] Klein, Sam | Horry-Georgetown Technical College | [email protected] Black, Laura | Volunteer State Community College | [email protected] Knowles, Lyndsay | Horry-Georgetown Technical College | [email protected] Bolton, Alicia | Horry-Georgetown Technical College | [email protected] LaChance, Leslie | Volunteer State Community College | [email protected] Brown, Jessica | Holmes Community College | [email protected] Lamb, Keri | Chattanooga State Community College | [email protected] Brown, Carmen | Pellissippi State Community College | [email protected] Leishman, Beth | Northwest Mississippi Community College | [email protected] Byrd, Deborah | Georgia Perimeter College | [email protected] Lux, Erica | Chattanooga State Community College | [email protected] Byrd, Kathy | Pellissippi State Community College | [email protected] Lynn, Tara | Pellissippi State Community College | [email protected] Castro, Kristi | Midlands Technical College | [email protected] Macdonald, Martha | York Technical College | [email protected] Chapman-Rambo, Caitlin | Northeast State Community College [email protected] Mahaffey, Natalie | Midlands Technical College | [email protected] Copeland, Linda | St. Louis Community College at Meramec | [email protected] Matravers, Laura | University of Louisville | [email protected]

54 55 Mazur, Jennifer | College of Central Florida | [email protected] McCrary, Margaret | Pellissippi State Community College | [email protected] McPherson, Joyce | Belhaven University | [email protected] Miller, Emily | Northern Virginia Community College | [email protected] Moore, Jennifer | Hawkes Learning | [email protected] Nicodemi, Ann | Chattanooga State Community College [email protected] Niemi, Eric | Chattanooga State Community College | [email protected] Orkwis, Ray | Northern Virginia Community College | [email protected] Ormsby, Kelly | Volunteer State Community College | [email protected] Page, Sarah | Chattanooga State Community College | [email protected] Patterson, Mary | Midlands Technical College | [email protected] Randall, Catherine | Volunteer State Community College | [email protected] Reed, Katie | Murray State | [email protected] Rivers, Kelly | Pellissippi State Community College | [email protected] Rogers, Andy | Perimeter College, Georgia State University | [email protected] Rudd, Debbie | Chattanooga State Community College [email protected] Russell, Kimberly | West Kentucky Community and Technical College [email protected] Sanders, Andrea | Chattanooga State Community College [email protected] Shannon, Mollee | Chattanooga State Community College [email protected] Smith, Cheryl | Kingsborough Community College, City University of New York [email protected] Taylor, Tim | Eastern Illinois University | [email protected] Townsend, Mindy | Chattanooga State Community College [email protected] Tyler, Sarah Beth | Northwest Mississippi Community College | [email protected] Ulmer, Jessica | Midlands Technical College | [email protected] Warnock, Jonathan | Tri-County Technical College | [email protected] Webb, Stephanie | Volunteer State Community College | [email protected] Weiss, Stanley | Chattanooga State Community College | [email protected] West, Andrea | Midlands Technical College | [email protected] Wester, Jason | Northwest Mississippi Community College | [email protected] Zath, Michele | DeVry University | [email protected] Zath, Rick | DeVry University | [email protected]

56 57 2016 REC Candidates

Ashley Craig Lancaster, Itawamba Community College (MS) Indigo Eriksen, Northern Virginia Community College (VA)

As Assistant Professor of English at Northern Virginia Community Ashley Craig Lancaster has been a member of the Communica- College on the Woodbridge Campus, Indigo teaches both College tions Division at Itawamba Community College in Fulton, Missis- Composition I and II as well as an occasional literature course. sippi, for 7 years. She has been named a Lamplighter, a Winter She returned to Virginia after a thirteen year absence during William Scholar, a NISOD Excellence Award winner, Humanities which she lived in Oregon, Mexico and Guatemala, and California. Teacher of the Year, and a Meritorious Achievement Award After two years teaching at Blue Ridge Community College in the winner. She also served as Co-Chair for the Two-Year College Shenandoah Valley, Indigo relocated to NVCC Woodbridge where English Association of Mississippi from 2011-2014. she is a permanent faculty member in a division deeply committed to student success, engaged teaching methodology, and freedom of expression. Outside Lancaster earned a Bachelor’s degree in English from Mississippi State University. She of teaching, Indigo serves on the VCCS OER Leadership Team, The Northern Virginia also earned a Master of Arts and a Doctor of Philosophy in English from University of Review Board, and the Woodbridge Adjunct Evaluation Committee. Mississippi. She has published articles in Journal of Dracula Studies, Midwest Quarterly, and Southern Literary Journal. Her book, The Angelic Mother and the Predatory Seduc- Indigo completed a Master of Arts degree in Comparative Literature with a certificate in tress: Poor White Women in Southern Literature of the Great Depression, was published Immigrant Literacies from San Francisco State University (2012). She also holds an MFA by Louisiana State University Press in 2012. in writing from Mills College (2009) and a BA in Environmental Studies from Lewis & Clark College in Portland, Oregon (2003).

Indigo is dedicated to advocacy work in her various communities. She spent three years Angela Wright, Patrick Henry Community College (VA) working as an environmental and human rights advocate in Guatemala and Mexico (2004-2006). From 2010-2012, Indigo worked as a tutor to inner city high school students and volunteered as mentor to high school poets in the California’s East Bay Angela Wright has worked at Patrick Henry Community College through the RAW Talent program. Upon her return to the Shenandoah Valley, Indi- for 15 years, teaching English, Communication Studies, and The- go volunteered at the Harrisonburg Rockingham Free Clinic as translator, front desk atre. Before that she worked in radio for 13 years as everything assistant, and writer on special projects. Her current work focuses on sustainable food from a Deejay and weekend announcer to eventually becoming activism and anti-oppression pedagogy. news director. Between the two and overlapping a bit, she was a reference librarian in the public library system. Indigo’s academic research interests include world literature, with emphasis on the

Caribbean and the Americas, gender studies, literature as social protest, post/colonial Angela has taken numerous writing courses, as well as having graduated from Hollins history and literature, representations of bodies and borders in literature, feminist and University with a degree in English and creative writing. She loves to read, also. Freirean pedagogy, and food activism. She is currently working on her first poetry man-

uscript as well as a novella exploring immigration, masculinity, and family. At PHCC, Angela is the Phi Theta Kappa sponsor and the theatre arts advisor. She is a member of several English and Communications associations.

Angela would love to serve on the board. Patrick Henry Community College was recently Matt Simon, Tri-County Technical College (SC) named one of the top 10 community colleges in the nation, and she would like to have her English faculty more involved regionally and nationally, also. Since attending his first TYCA-SE conference in Chattanooga, Matt Simon decided to serve this organization. After serving as the South Carolina Representative for a term, Matt is currently serving as Chair of the REC. Before his new position as Chair, Matt was our Treasurer for two years. He hopes to continue serving TYCA-SE REC for another term.

Matt continues to teach at Tri-County Technical College in Pendleton, South Carolina. Whether it is a literature or composition class, Matt tries to engage students through active writing exercises.

58 59 NOTES

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